Introduction. Attention is a key cognitive process in team sports. In hockey, competitive performance is critically dependent on rapid decision-making and efficient information processing under time pressure. However, the current literature lacks established threshold values for attention metrics that could be used to differentiate players according to their performance level. Objective. To evaluate the prognostic value of attention concentration and sustained attention metrics as predictors of athletic performance among student hockey forwards. Materials and methods. The cross-sectional study enrolled 50 forwards from the student hockey team of the Urals State University of Physical Culture, with a mean age of 21.9 ± 1.9 years. Sustained attention and concentration were assessed using psychophysiological testing with the NS-PsychoTest hardware-software complex; the results were expressed as quantitative and scoring metrics. Performance was evaluated based on an integral index of technical and tactical actions (TTA), calculated by the coaching staff from the data of official matches. Based on the TTA distribution, players were stratified into three groups: Group 1 (below the 25th percentile; low performance; n = 16), Group 2 (between the 25th and 75th percentiles; moderate performance; n = 18), and Group 3 (above the 75th percentile; high performance; n = 16). Group comparisons were performed using nonparametric Kruskal–Wallis and Mann–Whitney U tests. The effect size was estimated using Cohen’s d . The predictive ability of attention concentration metrics was assessed via Receiver Operating Characteristic (ROC) analysis, including calculation of the area under the curve (AUC), sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV). Results. Statistically significant differences in attention concentration metrics were found between the low- and high-performance groups. For the quantitative attention concentration measure, p = 0.003 and Cohen’s d = 0.65 (medium effect); for the scoring measure, p < 0.001 and Cohen’s d = 0.82 (large effect). ROC analysis confirmed the high predictive potential of both metrics. For the quantitative measure, AUC was 0.805 (95% CI: 0.627–0.946), with an optimal threshold of ≤ 0.950, sensitivity of 62.5%, specificity of 93.8%, PPV of 90.9%, and NPV of 71.4%. For the scoring metric, AUC was 0.812 (95% CI: 0.674–0.938), with an optimal threshold of ≥ 2 points, sensitivity of 87.5%, specificity of 75.0%, PPV of 77.8%, and NPV of 85.7%. The scoring assessment of attention concentration (on a 3-point scale) demonstrated diagnostic accuracy comparable to that of the quantitative metric (AUC: 0.812 vs. 0.805, respectively). Age-related effects were controlled using rank-based ANCOVA, which confirmed the independence of the observed differences ( p = 0.007, η 2 = 0.26). Conclusions. Attention concentration metrics demonstrated high predictive value and may serve as psychophysiological markers for differentiating forwards by performance level. Given its comparable diagnostic accuracy and ease of interpretation, the scoring-based assessment of attention concentration is recommended for practical application in the system of sports talent selection. The established diagnostic thresholds require validation in larger samples; however, they may already be applied in sports selection practice as additional objective criteria.
This paper presents a systems analysis of the neurochemical determinants of the neurohumoral regulation of mnemonic processes in cerebral structures. The focus is on exploring key neurophysiological mechanisms mediated by the complex interaction of neural networks, neurotransmitter systems, and hormonal factors that determine the processes of encoding, consolidation, and reconsolidation of mnemonic traces. This study provides a detailed characterization of the morphofunctional organization of the main cerebral memory substrates, including the hippocampus, neocortex, and amygdala, establishing their speci c functional contributions to the implementation of various memory modes-short-term, long-term, episodic, and semantic. Particular emphasis is placed on analyzing the role of the main neurotransmitter systems (acetylcholinergic, dopaminergic, serotonergic, and glutamatergic) in modulating mnemonic processes. The importance of acetylcholine in memory consolidation mechanisms and its dysregulation in neurodegenerative pathology, particularly Alzheimer's disease, is examined in detail. The in uence of stress response hormones is additionally analyzed, with particular attention to the e ects of cortisol on cognitive function. The conducted analysis allows us to integrate modern understanding of the neurobiological foundations of memory, revealing the complex nature of the interaction between neural and humoral factors in supporting mnemonic activity, and opens up prospects for applying this knowledge to the cognitive support of sports practice
The results of a comparative assessment of physical development indicators of boys and girls of preschool and primary school age engaged in team sports and their peers not engaged in sports sections are presented.
The purpose of the study is to identify the degree of readiness of students for professional self-education using AI tools. Research methods and organization. The study employed methods of analysis and synthesis of literature, questionnaires, and comparative data analysis. Students and faculty from six pedagogical universities specializing in physical education and sports in the cities of Chelyabinsk, Yakutsk, Kaliningrad, Smolensk, and Moscow were surveyed. Research results and conclusions. A structure of readiness of the future physical education teacher for professional self-education using AI tools has been developed, including motivational-value, cognitive, activity, and reflexive-evaluative components. Based on a questionnaire developed by the authors, an imbalance in the formation of these components within the studied structure was identified, which made it possible to confirm the existence of a problem in the formation of students' readiness for professional self-education using AI tools. An analysis of teachers' perceptions of the potential of AI in students' professional self-education was conducted. Barriers to the use of AI in educational and self-educational activities were identified. The prospects for using AI in the professional self-education of future physical education teachers were determined.
The article presents the results of an assessment of the postural functions of students of the University of physical education of various health groups, including those with disabilities. In the course of a stabilometric study, it was revealed that when maintaining static balance in the basic and preparatory medical groups, visual analyzer and proprioception (muscle sense) prevail equally. In the special medical group, the visual analyzer is more involved in maintaining balance.
